IFN614 INFORMATION PROGRAMS
CRITERIA SHEETS
YEAR:
2015
LECTURER:
Kate Davis | kate.davis@qut.edu.au
VERSION:
V2
UPDATED:
8 September 2015
CHANGES:
Criteria for A2 and A3 added
1
IFN614 INFORMATION PROGRAMS | CRITERIA SHEETS | 2015
1
CRITERIA SHEET | ASSIGNMENT 1: LEARNING JOURNAL
PART A: LEARNING ACTIVITIES: CHECK POINT 1
NAME:
SUBMISSION POINT:
GRADE:
CHECK POINT 1 (Weeks 3 to 7)
QUIZZES
WEEK 4
/5
WEEK 6
/5
CRITICAL REFLECTION COMPONENT (WEEKS 3, 5, 7)
SUMBISSION DATE
2
1
WEEK 3
/2
Submitted in the relevant week
Submitted the week following
WEEK 5
/2
Submitted in the relevant week
Submitted the week following
WEEK 7
/2
Submitted in the relevant week
Submitted the week following
7
85%-100%
CRITERION
ANALYSIS AND CRITICAL
DISCUSSION
The ability to:
 apply and integrate
critical analysis;
 investigate multiple
perspectives,
contradictions or
inconsistencies
 present a valid
argument
 form, present and
support own opinions
and original ideas
 stimulate discussion
24
/24
6
75%-84%
20.4
Presents a strong, coherent and valid
argument (where appropriate).
Presents a coherent and valid
argument (where appropriate).
Strong evidence of independent
investigation, questioning and
analysis.
Evidence of independent
investigation, questioning and
analysis.
Ability to effectively synthesise
information from a variety of sources.
Independently takes and understands
multiple perspectives and through
these can provide an insightful and/or
exhaustive critical discussion of the
issues at hand.
Ability to synthesise information from
a variety of sources.
6
/6
18
Posts show a good awareness of key
issues discussed in weekly learning
materials.
Presents thought provoking questions
or statements to further the
discussion.
The ability to:
20.2
Posts show strong awareness of key
issues discussed in weekly learning
materials.
Incorporates own opinion and original
ideas into discussion, with strong
foundation in theory and examples.
MEDIA MECHANICS AND
COMMUNICATION
0
Submitted any other time before
check point
Submitted any other time before
check point
Submitted any other time before
check point
5
65%-74%
5.1
Independently takes and understands
multiple perspectives and through
these can provide an insightful critical
discussion of the issues at hand.
Incorporates own opinion or original
ideas into discussion, with foundation
in theory and examples.
Presents questions or statements to
further the discussion.
5
4.5
17.8
4
50%-64%
15.6
15.4
Refer / Fail
0%-49%
12
Posts show awareness of key issues
discussed in weekly learning materials,
however emphasis may be
disproportionate.
Posts show awareness of some of the
key issues discussed in weekly learning
materials, however emphasis is
disproportionate.
Presents an argument (where
appropriate).
Presents an argument, however,
emphasis is disproportionate and/or
argument is not well developed
(where appropriate).
Some evidence of independent
investigation, questioning and
analysis.
0
Posts show little or no awareness of
key issues discussed in weekly learning
materials.
Argument is not provided, or is
disproportionate or irrelevant (where
appropriate).
No evidence of independent
investigation, questioning and
analysis.
Little evidence of independent
investigation, questioning and
analysis.
Attempts to synthesise information
from a variety of sources.
11.8
No attempt to synthesise information
from a variety of sources.
Takes and understands multiple
perspectives and through these can
provide a critical discussion of the
issues at hand.
Some attempt to synthesise
information from a variety of sources.
No attempt to take and understand
multiple perspectives.
Attempts to take and understand
multiple perspectives.
Incorporates own opinion or original
ideas into discussion, with reference
to theory or examples.
Some attempt to incorporate own
opinion or original ideas into
discussion, however opinion may not
be grounded in theory or examples.
No attempt to incorporate own
opinion or original ideas into
discussion, or opinion is not grounded
in theory or examples.
May present questions or statements
to further the discussion.
4.4
3.9
Does not present questions or
statements to further the discussion.
Attempts to present questions or
statements to further the discussion.
3.8
3
2.9
All posts
All posts
All posts
All posts
All posts
Post is extremely well structured and
flows logically and convincingly to
Post is well structured and flows
logically and convincingly to
Post is generally well structured and
An attempt is made to provide an
effective structure to the post,
Little or no attempt to provide an
0
2
IFN614 INFORMATION PROGRAMS | CRITERIA SHEETS | 2015
2
 make effective use of
social technologies
 apply the conventions
of the medium
 accurate referencing
and citation in correct
format
 use appropriate
language for the
audience and context
 use appropriate style
and tone of writing
 adhere to word / time
limit
 use correct grammar,
spelling and
punctuation
 use correct
pronunciation with
effective pitch, pace
and emphasis
 use appropriate
article, paragraph,
sentence structure
conclusions.
conclusions.
flows logically to conclusions.
Entry makes significant use of the
affordances of social technology,
which may include highly appropriate
contextual linking, use of highly
relevant images to enhance the post
or convey meaning, very effective
incorporation of other media.
Entry makes effective use of the
affordances of social technology,
which may include appropriate
contextual linking, use of relevant
images to enhance the post or convey
meaning, effective incorporation of
other media.
Entry makes some use of the
affordances of social technology,
which may include contextual linking,
use of images to enhance the post or
convey meaning, incorporation of
other media.
Sources (including for images and
other media) are always attributed
correctly and appropriately for the
medium (no reference lists!).
Sources (including for images and
other media) are always attributed
correctly and appropriately for the
medium (no reference lists!), with one
or two errors or areas for
improvement.
Tagging and categorising of post is
excellent and effectively describes the
content of the post.
Length or duration of entry highly
appropriate to context (minimum
requirement specified in description
of learning activity).
Tagging and categorising of post is of a
high quality and effectively describes
the content of the post, with minor
room for improvement.
Sources (including for images and
other media) are generally attributed
correctly and appropriately for the
medium (no reference lists!), with two
or three errors or areas for
improvement.
Tagging and categorising of post is
generally well executed and
effectively describes some of the
content of the post, with room for
improvement.
Length or duration of entry
appropriate to context (minimum
requirement specified in description
of learning activity).
Minimum length or time requirement
met (specified in description of
learning activity).
Written posts
Language used is appropriate to the
audience and context.
Language used is, for the most part,
appropriate to the audience and
context.
Sentences skilfully constructed:
unified, coherent, forceful, varied and
well-structured.
Professional style and tone. May be
informal, but still appropriate in a
professional context.
Professional style and tone. Language
mainly fluent with good overall
structure.
Excellent use of standard grammar,
spelling and punctuation.
Language is fluent, confident, wellstructured and engaging.
Grammar and spelling accurate.
No proof reading errors.
High level of accuracy in spelling and
grammar. 1-3 proof reading errors.
Video posts
Written posts
Language used is highly appropriate to
the audience and context.
Fluent, professional style and tone.
May be informal, but still appropriate
in a professional context.
Video posts
Overall quality of video recording and
editing is excellent.
Audio is of an excellent quality:
consistent volume, clean and without
distraction or extraneous noise.
All shots are clearly focused and well
framed and the camera is held steady.
Video flows extremely smoothly.
Video is well lit so that the speaker
and their expressions are clearly
visible.
Where applicable, visual aids are
professionally prepared and have
strong visual appeal. They are used
effectively to significantly enhance the
presentation.
Highly engaging delivery, words are
pronounced correctly and confidently
Video posts
Overall quality of video recording and
editing is very good.
Written posts
4-6 proof reading errors.
Overall quality of video recording and
editing is good.
however, this may not be entirely
successful.
Some attempt to make us of the
affordances of social technology,
however, not all attempts are
successful or appropriate.
Sources (including for images and
other media) are sometimes
attributed correctly and may not
always be attributed appropriately for
the medium.
Where applicable, visual aids are not
used where needed and/or
significantly detract from the oral
presentation.
Sources (including for images and
other media) are not attributed, or
attribution is consistently incorrect.
Post has not been tagged or
categorised, or tags and categories are
largely inappropriate and/or
insufficient.
Post has been tagged and categorised,
however, there may be obvious
omissions or inappropriate tags or
categories may be included.
Minimum length or time requirement
has not been met (specified in
description of learning activity).
Minimum length or time requirement
met (specified in description of
learning activity).
Language is not appropriate for the
context and audience.
Written posts
Language used is not always
appropriate for the context and
audience.
Style and tone is professional with
some structure.
Meaning apparent, but language not
always fluent.
Written posts
Style and tone of writing is not
appropriate.
Disorganised or incoherent writing.
Meaning unclear as grammar and/or
spelling contain frequent errors
(Written).
More than 10 proof reading errors.
Video posts
Grammar and spelling mainly
accurate.
Overall quality of video recording and
editing is satisfactory.
7-10 proof reading errors.
Video posts
Audio is of poor quality: distractions
and extraneous noise make it difficult
to hear the narrator.
Overall quality of video recording and
editing is satisfactory.
There may be visual distortions that
impact on quality.
Audio is of average quality: there are
some distractions and extraneous
noise that impact on overall quality.
Shots may not be focused, well
framed or steady.
Audio is of a high quality: consistent
volume, clean and without distraction
or extraneous noise.
Majority of shots are clearly focused
and well framed and the camera is
held steady.
Shots are clearly focused and well
framed and the camera is held steady,
with some exceptions.
Video flows smoothly.
Video generally flows smoothly.
Shots are generally focused but one or
both of framing or camera stability
need improvement.
Video is well lit so that the speaker
and their expressions are for the most
part clearly visible.
Video is lit so that the speaker is
clearly visible but with room for
improvement.
An attempt has been made to create a
smooth flow, but this may not be
successful.
Where applicable, visual aids are well
prepared and have visual appeal. They
are used appropriately to enhance
your presentation.
Where applicable, visual aids have
some appeal and are generally used
effectively.
Where applicable, visual aids are used,
but they have little appeal. They are
sometimes distracting and/or do not
enhance the oral presentation.
Good delivery, words are mostly
pronounced correctly. Some or all of
Entry makes little or no use of the
affordances of social technology
and/or inclusions may lack relevance.
Sources (including for images and
other media) are attributed, however,
there may be some issues with
accuracy of attributions.
Audio is of a reasonable quality:
mostly consistent volume, clean and
without obvious distraction or
significant amounts of extraneous
noise.
Engaging delivery, words are
effective structure to the post.
Minimal attempt to create a smooth
flow.
Visual aids are not appropriate or not
used.
Clarity is adversely impacted upon by
unprofessional delivery and/or use of
inappropriate language.
Significant issues with
pronunciation/enunciation.
Satisfactory delivery. Frequent issues
3
IFN614 INFORMATION PROGRAMS | CRITERIA SHEETS | 2015
3
with highly effective pace, pitch,
pause and emphasis.
TOTAL
Includes marks for
submission dates,
quizzes
pronounced correctly with effective
pace, pitch, pause and emphasis.
pace, pitch, pause and emphasis are
used to good effect.
with pronunciation/enunciation.
Some or all of pace, pitch, pause and
emphasis are not well used.
/46
COMMENTS:
4
IFN614 INFORMATION PROGRAMS | CRITERIA SHEETS | 2015
4
PART A: LEARNING ACTIVITIES: CHECK POINT 2
NAME:
SUBMISSION POINT:
GRADE:
CHECK POINT 2 (Weeks 8 to 13)
QUIZES
WEEK 4
/5
WEEK 6
/5
CRITICAL REFLECTION COMPONENT (WEEKS 3, 5, 7)
SUMBISSION DATE
2
1
WEEK 3
/2
Submitted in the relevant week
Submitted the week following
WEEK 5
/2
Submitted in the relevant week
Submitted the week following
WEEK 7
/2
Submitted in the relevant week
Submitted the week following
7
85%-100%
CRITERION
ANALYSIS AND CRITICAL
DISCUSSION
The ability to:
 apply and integrate
critical analysis;
 investigate multiple
perspectives,
contradictions or
inconsistencies
 present a valid
argument
 form, present and
support own opinions
and original ideas
 stimulate discussion
24
/24
6
75%-84%
20.4
Presents a strong, coherent and valid
argument (where appropriate).
Presents a coherent and valid
argument (where appropriate).
Strong evidence of independent
investigation, questioning and
analysis.
Evidence of independent
investigation, questioning and
analysis.
Ability to effectively synthesise
information from a variety of sources.
Independently takes and understands
multiple perspectives and through
these can provide an insightful and/or
exhaustive critical discussion of the
issues at hand.
Ability to synthesise information from
a variety of sources.
6
/6
18
Posts show a good awareness of key
issues discussed in weekly learning
materials.
Presents thought provoking questions
or statements to further the
discussion.
The ability to:
 make effective use of
social technologies
 apply the conventions
of the medium
20.2
Posts show strong awareness of key
issues discussed in weekly learning
materials.
Incorporates own opinion and original
ideas into discussion, with strong
foundation in theory and examples.
MEDIA MECHANICS AND
COMMUNICATION
0
Submitted any other time before
check point
Submitted any other time before
check point
Submitted any other time before
check point
5
65%-74%
5.1
Independently takes and understands
multiple perspectives and through
these can provide an insightful critical
discussion of the issues at hand.
Incorporates own opinion or original
ideas into discussion, with foundation
in theory and examples.
Presents questions or statements to
further the discussion.
5
4.5
17.8
4
50%-64%
15.6
15.4
Refer / Fail
0%-49%
12
Posts show awareness of key issues
discussed in weekly learning materials,
however emphasis may be
disproportionate.
Posts show awareness of some of the
key issues discussed in weekly learning
materials, however emphasis is
disproportionate.
Presents an argument (where
appropriate).
Presents an argument, however,
emphasis is disproportionate and/or
argument is not well developed
(where appropriate).
Some evidence of independent
investigation, questioning and
analysis.
0
Posts show little or no awareness of
key issues discussed in weekly learning
materials.
Argument is not provided, or is
disproportionate or irrelevant (where
appropriate).
No evidence of independent
investigation, questioning and
analysis.
Little evidence of independent
investigation, questioning and
analysis.
Attempts to synthesise information
from a variety of sources.
11.8
No attempt to synthesise information
from a variety of sources.
Takes and understands multiple
perspectives and through these can
provide a critical discussion of the
issues at hand.
Some attempt to synthesise
information from a variety of sources.
No attempt to take and understand
multiple perspectives.
Attempts to take and understand
multiple perspectives.
Incorporates own opinion or original
ideas into discussion, with reference
to theory or examples.
Some attempt to incorporate own
opinion or original ideas into
discussion, however opinion may not
be grounded in theory or examples.
No attempt to incorporate own
opinion or original ideas into
discussion, or opinion is not grounded
in theory or examples.
May present questions or statements
to further the discussion.
4.4
3.9
Does not present questions or
statements to further the discussion.
Attempts to present questions or
statements to further the discussion.
3.8
3
2.9
All posts
All posts
All posts
All posts
All posts
Post is extremely well structured and
flows logically and convincingly to
conclusions.
Post is well structured and flows
logically and convincingly to
conclusions.
Post is generally well structured and
flows logically to conclusions.
Little or no attempt to provide an
effective structure to the post.
Entry makes significant use of the
affordances of social technology,
Entry makes effective use of the
affordances of social technology,
An attempt is made to provide an
effective structure to the post,
however, this may not be entirely
successful.
Entry makes some use of the
affordances of social technology,
which may include contextual linking,
0
Entry makes little or no use of the
affordances of social technology
Some attempt to make us of the
5
IFN614 INFORMATION PROGRAMS | CRITERIA SHEETS | 2015
5
 accurate referencing
and citation in correct
format
 use appropriate
language for the
audience and context
 use appropriate style
and tone of writing
 adhere to word / time
limit
 use correct grammar,
spelling and
punctuation
 use correct
pronunciation with
effective pitch, pace
and emphasis
 use appropriate
article, paragraph,
sentence structure
which may include highly appropriate
contextual linking, use of highly
relevant images to enhance the post
or convey meaning, very effective
incorporation of other media.
which may include appropriate
contextual linking, use of relevant
images to enhance the post or convey
meaning, effective incorporation of
other media.
Sources (including for images and
other media) are always attributed
correctly and appropriately for the
medium (no reference lists!).
Sources (including for images and
other media) are always attributed
correctly and appropriately for the
medium (no reference lists!), with one
or two errors or areas for
improvement.
Tagging and categorising of post is
excellent and effectively describes the
content of the post.
Length or duration of entry highly
appropriate to context (minimum
requirement specified in description
of learning activity).
Written posts
Language used is highly appropriate to
the audience and context.
Fluent, professional style and tone.
May be informal, but still appropriate
in a professional context.
Tagging and categorising of post is of a
high quality and effectively describes
the content of the post, with minor
room for improvement.
Length or duration of entry
appropriate to context (minimum
requirement specified in description
of learning activity).
Written posts
Language used is appropriate to the
audience and context.
Sentences skilfully constructed:
unified, coherent, forceful, varied and
well-structured.
Professional style and tone. May be
informal, but still appropriate in a
professional context.
Excellent use of standard grammar,
spelling and punctuation.
Language is fluent, confident, wellstructured and engaging.
No proof reading errors.
High level of accuracy in spelling and
grammar. 1-3 proof reading errors.
Video posts
Overall quality of video recording and
editing is excellent.
Audio is of an excellent quality:
consistent volume, clean and without
distraction or extraneous noise.
All shots are clearly focused and well
framed and the camera is held steady.
Video flows extremely smoothly.
Video is well lit so that the speaker
and their expressions are clearly
visible.
Where applicable, visual aids are
professionally prepared and have
strong visual appeal. They are used
effectively to significantly enhance the
presentation.
Highly engaging delivery, words are
pronounced correctly and confidently
with highly effective pace, pitch,
pause and emphasis.
Video posts
Overall quality of video recording and
editing is very good.
Audio is of a high quality: consistent
volume, clean and without distraction
or extraneous noise.
Majority of shots are clearly focused
and well framed and the camera is
held steady.
Video flows smoothly.
Video is well lit so that the speaker
and their expressions are for the most
part clearly visible.
Where applicable, visual aids are well
prepared and have visual appeal. They
are used appropriately to enhance
your presentation.
Engaging delivery, words are
pronounced correctly with effective
pace, pitch, pause and emphasis.
use of images to enhance the post or
convey meaning, incorporation of
other media.
affordances of social technology,
however, not all attempts are
successful or appropriate.
Sources (including for images and
other media) are generally attributed
correctly and appropriately for the
medium (no reference lists!), with two
or three errors or areas for
improvement.
Sources (including for images and
other media) are sometimes
attributed correctly and may not
always be attributed appropriately for
the medium.
Tagging and categorising of post is
generally well executed and
effectively describes some of the
content of the post, with room for
improvement.
Minimum length or time requirement
met (specified in description of
learning activity).
Written posts
Language used is, for the most part,
appropriate to the audience and
context.
Professional style and tone. Language
mainly fluent with good overall
structure.
Grammar and spelling accurate.
4-6 proof reading errors.
and/or inclusions may lack relevance.
Where applicable, visual aids are not
used where needed and/or
significantly detract from the oral
presentation.
Sources (including for images and
other media) are not attributed, or
attribution is consistently incorrect.
Sources (including for images and
other media) are attributed, however,
there may be some issues with
accuracy of attributions.
Post has not been tagged or
categorised, or tags and categories are
largely inappropriate and/or
insufficient.
Post has been tagged and categorised,
however, there may be obvious
omissions or inappropriate tags or
categories may be included.
Minimum length or time requirement
has not been met (specified in
description of learning activity).
Minimum length or time requirement
met (specified in description of
learning activity).
Language is not appropriate for the
context and audience.
Written posts
Language used is not always
appropriate for the context and
audience.
Style and tone is professional with
some structure.
Written posts
Style and tone of writing is not
appropriate.
Disorganised or incoherent writing.
Meaning unclear as grammar and/or
spelling contain frequent errors
(Written).
More than 10 proof reading errors.
Video posts
Meaning apparent, but language not
always fluent.
Overall quality of video recording and
editing is good.
Grammar and spelling mainly
accurate.
Overall quality of video recording and
editing is satisfactory.
Audio is of a reasonable quality:
mostly consistent volume, clean and
without obvious distraction or
significant amounts of extraneous
noise.
7-10 proof reading errors.
Video posts
Audio is of poor quality: distractions
and extraneous noise make it difficult
to hear the narrator.
Overall quality of video recording and
editing is satisfactory.
There may be visual distortions that
impact on quality.
Audio is of average quality: there are
some distractions and extraneous
noise that impact on overall quality.
Shots may not be focused, well
framed or steady.
Shots are clearly focused and well
framed and the camera is held steady,
with some exceptions.
Video generally flows smoothly.
Video is lit so that the speaker is
clearly visible but with room for
improvement.
Where applicable, visual aids have
some appeal and are generally used
effectively.
Good delivery, words are mostly
pronounced correctly. Some or all of
pace, pitch, pause and emphasis are
used to good effect.
Shots are generally focused but one or
both of framing or camera stability
need improvement.
An attempt has been made to create a
smooth flow, but this may not be
successful.
Where applicable, visual aids are used,
but they have little appeal. They are
sometimes distracting and/or do not
enhance the oral presentation.
Video posts
Minimal attempt to create a smooth
flow.
Visual aids are not appropriate or not
used.
Clarity is adversely impacted upon by
unprofessional delivery and/or use of
inappropriate language.
Significant issues with
pronunciation/enunciation.
Satisfactory delivery. Frequent issues
with pronunciation/enunciation.
Some or all of pace, pitch, pause and
6
IFN614 INFORMATION PROGRAMS | CRITERIA SHEETS | 2015
6
emphasis are not well used.
TOTAL
Includes marks for
submission dates
/36
COMMENTS:
7
IFN614 INFORMATION PROGRAMS | CRITERIA SHEETS | 2015
7
PART B: PARTICIPATION IN THE LEARNING COMMUNITY
NAME:
CRITERION
MARKS
ANALYSIS AND CRITICAL
DISCUSSION
The ability to:
 apply and integrate
critical analysis;
 investigate multiple
perspectives,
contradictions or
inconsistencies
 present a valid
argument
 form, present and
support own opinions
 develop original ideas
 stimulate discussion
/5
7
85%-100%
Replies to posts/participation in
threads consistently demonstrate
strong insight, depth, and a high level
of understanding. They connect with
the original post and add to that post
by including references to supporting
material (for example, through links).
6
75%-84%
Replies to posts/participation in
threads consistently demonstrate
insight, depth, and understanding.
They connect with the original post
and add to that post by including
references to supporting material (for
example, through links).
Contributions to PLN demonstrate
strong evidence of independent and
original questioning and analysis, as
well as independent investigation.
Contributions to PLN demonstrate
evidence of independent and original
questioning and analysis, as well as
independent investigation.
Independently takes and understands
multiple perspectives and through
these can consistently provide
relevant and insightful comments on
the issues at hand.
Independently takes and understands
multiple perspectives and through
these can provide relevant comments
on the issues at hand.
Personal opinion is appropriately
expressed and underpinned by theory
and examples.
Provides, in an appropriate manner,
constructive criticism of other
posts/replies and/or support for ideas
that should be of considerable help to
the original author and/or the
community.
Poses/replies to especially focused or
challenging questions in a manner that
demonstrates significant
understanding of the topic and a good
ability to defend one's position.
LEADERSHIP
/2.5
GRADE:
Personal opinion is appropriately
expressed and underpinned by theory
or examples.
Provides, in an appropriate manner,
constructive criticism of other
posts/replies and/or support for ideas
that should be of help to the original
author and/or the community.
Poses/replies to especially focused or
challenging questions in a manner that
demonstrates strong understanding of
the topic and an ability to defend
one's position.
Consistently provides leadership by
engaging and motivating the learning
community. May be evidenced by
Frequently provides leadership by
engaging and motivating the learning
community. May be evidenced by
 mentorship, helpfulness,
encouragement of others
 mentorship, helpfulness,
encouragement of others
 demonstration of positive influence
on group dynamic
 demonstration of positive influence
on group dynamic
 creativity, experimentation, risk
taking, entrepreneurship,
inquisitiveness, questioning,
establishing different ways to do
things
 creativity, experimentation, risk
taking, entrepreneurship,
inquisitiveness, questioning,
establishing different ways to do
things
 being an exemplar to others,
fostering a keen interest in tools and
 being an exemplar to others,
fostering a keen interest in tools and
5
65%-74%
Replies to posts/participation in
threads usually demonstrate insight,
depth, and understanding. They
connect with the original post and
may add to that post.
4
50%-64%
Replies to posts/participation in
threads sometimes demonstrate
understanding. Sometimes connects
with the original post and, in some
cases, may add to that post.
Refer / Fail
0%-49%
Replies to posts/participation in
threads do not demonstrate an
appropriate level of understanding.
Fails to connect with or add to the
original post.
Contributions to PLN demonstrate
some evidence of independent and
original questioning and analysis, as
well as independent investigation.
Contributions to PLN demonstrate
minimal attempt at independent and
original questioning and analysis,
and/or independent investigation.
Contributions to PLN do not evidence
independent and original questioning
and analysis, or independent
investigation.
Takes and understands multiple
perspectives and through these can
provide comments on the issues at
hand.
Some attempt to take and understand
multiple perspectives, however
emphasis may be disproportionate or
key aspects may be missed.
Little or no attempt to take and
understand multiple perspectives.
Personal opinion is appropriately
expressed and includes some
reference to theory or examples.
Some attempt to provide personal
opinion may be provided, but not
often underpinned by theory or
examples.
Attempts to provide appropriately
phrased constructive criticism and
support that may be of help to the
original author and/or the community.
May pose or reply to focused or
challenging questions from time-totime. Manner demonstrates
understanding of the topic and may
also evidence ability to defend one’s
position.
Attempts to provide leadership by
engaging and motivating the learning
community.
Some attempt to provide
appropriately phrased constructive
criticism and support that may or may
not be of help to the original author
and/or the community.
No attempt to provide personal
opinion, or attempts do not reference
theory or examples.
Constructive criticism is not provided
or is not appropriately phrased.
No attempt to pose or reply to
focussed or challenging questions.
May reply to focused or challenging
questions from time-to-time.
Sometimes attempts to provide
leadership by engaging and motivating
the learning community.
Does not attempt to provide
leadership.
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technologies.
EXTENT OF
CONTRIBUTION
Includes:
 frequency of
contribution to the
discussion (on others’
Writtens, in group
discussions)
 ability to engage
readers/foster
discussion
 development of
relationships and
networks
TOTAL
/2.5
technologies.
Participates actively in broader class
discussions, including through the unit
blog, the Google+ community, and
Twitter (using the hash tag #ifn614).
Participates regularly in broader class
discussions, including through the unit
blog, the Google+ community, and
Twitter (using the hash tag #ifn614).
Participates in broader class
discussions, including through the unit
blog, the Google+ community and
Twitter (using the hash tag #ifn614).
May also engage in discussions
outside of the class environment
through contributions to broader
professional discussions.
Frequently attracts comments from
classmates.
Attracts comments from classmates.
Fosters engagement through
comments on learning activities in a
way that promotes further discussion.
Conversations with the PLN evidence
the development of an active virtual
professional network.
Conversations with the PLN evidence
the development of a virtual
professional network.
Occasionally/rarely participates in
broader class discussions, including
through the unit blog, the Google+
community, and Twitter (using the
hash tag #ifn614).
Sometimes attracts comments from
classmates.
Does not interact or the broader class
group.
Does not attract comments from
classmates.
Conversations with the PLN are do not
evidence the development of a
professional network.
Conversations with the PLN may not
indicate that an active professional
network is developing.
Conversations with the PLN evidence
the development of a strong, active
and valuable virtual professional
network.
/10
COMMENTS
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CRITERIA SHEET | ASSIGNMENT 2: GRANT EOI
NAME:
CRITERION
UNDERSTANDING OF
THE TOPIC/TASK
The ability to:
 design an appropriate
program, product or
service
ANALYSIS AND CRITICAL
DISCUSSION
The ability to:
 effectively
communicate required
information
 apply and integrate
critical analysis
 identify and analyse
user needs
 investigate multiple
perspectives,
contradictions or
inconsistencies
 develop original ideas
TOTAL
/2.5
GRADE:
/10
7
85%-100%
The proposed product, service or
program is highly appropriate to the
information service context and
relevant to user needs.
6
75%-84%
The proposed product, service or
program is appropriate to the
information service context and
relevant to user needs.
5
65%-74%
The proposed product, service or
program is appropriate to the
information service context and
relevant to user needs.
4
50%-64%
A product, service or program is
proposed that may not be entirely
appropriate for the information
service context.
Refer / Fail
0%-49%
Inability to identify a product, program
or service.
Proposed program, product or service
is very well conceptualised and a clear
and detailed overview is provided.
Proposed program, product or service
is well conceptualised and a clear
overview is provided.
An overview of the program, product
or service is provided but may lack
detail or needs further development.
Purpose, aims, objectives and
anticipated benefits are identified, are
highly appropriate, and grounded in
user needs.
Purpose, aims, objectives and
anticipated benefits are identified, are
appropriate, and are grounded in user
needs.
A clear overview of the program,
product or service is provided,
however, may require further
development.
An overview of the program, product
or service is provided but is not
appropriate, insufficient or does not
adequately explain the proposed
initiative.
/7.5
Purpose, aims, objectives and
anticipated benefits are identified,
however, they may not be focussed on
user needs.
Purpose, aims, objectives and
anticipated benefits are identified,
however, they may not be focussed on
user needs and/or may not be
relevant.
Purpose, aims, objectives and
anticipated benefits are not identified
or are inappropriate.
/10
COMMENTS
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CRITERIA SHEET | ASSIGNMENT 3: GRANT APPLICATION
NAME:
CRITERION
UNDERSTANDING OF
THE TOPIC/TASK
The ability to:
 identify and meet the
needs of the audience
 identify and discuss
the central issues
/5
GRADE:
7
85%-100%
The proposed product, service or
program is highly appropriate to the
information service context and
relevant to user needs.
6
75%-84%
The proposed product, service or
program is appropriate to the
information service context and
relevant to user needs.
5
65%-74%
The proposed product, service or
program is appropriate to the
information service context and
relevant to user needs.
4
50%-64%
A product, service or program is
proposed that may not be entirely
appropriate for the information
service context.
Ideas are clearly presented and
defined.
Discussion focuses on the topic.
Discussion aimed at the topic.
Summarises the key issues.
Effectively summarises the key issues.
Effective development of ideas.
Ideas are developed in clear, concise
and ordered stages.
Acknowledges and meets the needs of
the audience.
A summary of some of the key issues
is provided; or presents a generalised
discussion of a majority of the key
issues.
Discussion generally aimed at the
topic.
Well focused with the appropriate
audience in mind; needs of the
audience are fully met.
ANALYSIS AND CRITICAL
DISCUSSION
Proposed program, product or service
is very well conceptualised and a clear
and detailed overview is provided.
Proposed program, product or service
is well conceptualised and a clear
overview is provided.
The ability to:
 effectively
communicate required
information
 apply and integrate
critical analysis
 identify and analyse
user needs
 investigate multiple
perspectives,
contradictions or
inconsistencies
 develop original ideas
There is a clear and detailed
discussion of user needs and the link
between the proposed product,
service or program and the user needs
of the target group.
There is a clear discussion of user
needs and the link between the
proposed product, service or program
and the user needs of the target
group.
Purpose, aims, objectives and
anticipated benefits are identified, are
highly appropriate, and grounded in
user needs.
Purpose, aims, objectives and
anticipated benefits are identified, are
appropriate, and are grounded in user
needs.
Project structure is appropriate,
detailed and practical.
Project structure is appropriate and
practical.
A highly appropriate budget has been
provided, with excellent justifications
made.
An appropriate budget has been
provided, with appropriate
justifications made.
A highly appropriate risk management
strategy has been developed. It
recognises all relevant risks and
provides appropriate strategies for
mitigation.
An appropriate risk management
strategy has been developed. It
recognises relevant risks and provides
appropriate strategies for mitigation.
/25
A highly effective evaluation strategy
and appropriate timeline have been
defined. Consideration has been given
to incorporating a variety of metrics.
A clear and highly appropriate link is
made to the organisation’s mission,
vision and/or strategy.
A clear and highly appropriate link is
made to the funding organisation’s
An effective evaluation strategy and
appropriate timeline have been
defined. Consideration has been given
to incorporating a variety of metrics.
A clear and appropriate link is made to
the organisation’s mission, vision
and/or strategy.
A clear and appropriate link is made to
the funding organisation’s mission,
vision and/or strategy.
Acknowledges the audience and
generally meets their needs.
A clear overview of the program,
product or service is provided,
however, may require further
development.
There is discussion of user needs of
the target audience, however, the link
between the proposed service and
user needs may be underdeveloped or
the discussion may be insufficient.
Purpose, aims, objectives and
anticipated benefits are identified,
however, they may not be focussed on
user needs.
Project structure is appropriate.
A budget has been provided, with
appropriate justifications made.
A risk management strategy has been
developed, includes a majority of the
relevant risks, and provides mitigation
strategies.
An evaluation strategy and
appropriate timeline have been
defined. Consideration has been given
to incorporating a variety of metrics.
An appropriate link is made to the
organisation’s mission, vision and/or
strategy, but may lack specificity.
An appropriate link is made to the
funding organisation’s mission, vision
and/or strategy, but may lack
specificity.
Central ideas are present but very
generalised, without any clear focus.
Audience acknowledged but
unsatisfactory analysis results in only
partial meeting the audience’s needs.
An overview of the program, product
or service is provided but may lack
detail or needs further development.
There is limited discussion of user
needs of the target audience. In
addition, the link between the
proposed service and user needs may
be underdeveloped or not present.
Purpose, aims, objectives and
anticipated benefits are identified,
however, they may not be focussed on
user needs and/or may not be
relevant.
Project structure has been defined but
is not appropriate or excludes key
consideration.
A budget has been provided, however
justifications are not appropriate or
not provided.
A risk management strategy has been
developed, however, there are
significant omissions. In addition,
mitigation strategies have not been
provided or may not be appropriate.
An evaluation strategy and timeline
have been defined, however, the
strategy may not be appropriate. In
addition, the strategy may not
incorporate a variety of metrics.
Refer / Fail
0%-49%
Inability to identify a product, program
or service.
Inadequate grasp of the topic.
Central ideas lacking, confused, and
unsupported.
Lacks evidence of knowledge or
understanding relevant to the topic.
No consideration of the audience.
An overview of the program, product
or service is provided but is not
appropriate, insufficient or does not
adequately explain the proposed
initiative.
No or insufficient discussion of user
needs.
Purpose, aims, objectives and
anticipated benefits are not identified
or are inappropriate.
Project structure has not been defined
or is inappropriate.
A budget has not been provided or is
inappropriate.
A risk management strategy has not
been provided or is inappropriate.
An evaluation strategy has not been
provided or is inappropriate.
No or inappropriate link to
organisation and funding
organisation’s mission, vision and/or
strategy.
No attempt to develop an innovative
program, product or service.
General criteria
Lacks critical thought or analysis.
Attempt made to link to the
organisation’s mission, vision and/or
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mission, vision and/or strategy.
Proposed program, product or service
is very innovative in its concept or
idea, design, delivery or content.
General criteria
Strong evidence of independent and
original questioning, analysis.
Independently takes and understands
multiple perspectives and through
these can provide a thorough and
complete proposal.
Proposed program, product or service
is innovative in its concept or idea,
design, delivery or content.
Proposed program, product or service
is somewhat innovative in its concept
or idea, design, delivery or content.
General criteria
General criteria
Evidence of independent and original
questioning, analysis.
Some evidence of independent and
original questioning, analysis.
Independently takes and understands
multiple perspectives and through
these can provide a thorough
proposal.
Recognises alternative perspectives
Some evidence of ability to synthesise
the information.
Ability to synthesise the information.
strategy, but may lack specificity or
may not be appropriate.
Attempt made to link to the funding
organisation’s mission, vision and/or
strategy, but may lack specificity or
may not be appropriate.
Attempt made to propose an
innovative program, product or
service, but it may not be entirely
novel or may not be well
conceptualised.
General criteria
Effective ability to synthesise the
information.
Little or no evidence of independent
and original questioning, analysis.
Limited ability to recognise alternative
perspectives.
Limited ability to synthesise the
information.
USE OF LITERATURE/
EVIDENCE OF READING
The topic has been well researched.
Evidence of wide reading, drawing on
an impressive range of sources.
The ability to:
 research the topic
 draw on a wide range
of authoritative
sources
Sources are consistently relevant,
current and authoritative.
/5
Highly appropriate references are
used to support decisions.
Literature is used throughout with the
effect that the work appears highly
authoritative.
PRESENTATION
The ability to:
 use fluent language
with correct grammar,
spelling and
punctuation
 use appropriate
paragraph, sentence
structure
 use appropriate style
and tone of writing
 accurate referencing
SELF ASSESSMENT
Clarity promoted by consistent use of
standard grammar, spelling and
punctuation.
Sentences skilfully constructed:
unified, coherent, forceful, varied.
/2.5
 critically review the
Critical appraisal of the literature
gained from a variety of authoritative
and relevant sources.
Appropriate references are used to
support decisions.
Draws primarily on recommended
readings, with limited independent
research.
Provides evidence and critical
application of these readings relevant
to the subject.
Literature is used throughout with the
effect that the work appears
authoritative.
References are used to support
decisions.
Language fluent.
Language mainly fluent, but some
minor areas that may lead to
confusion.
Grammar and spelling accurate.
A few proof reading errors.
Paragraph structure effectively
developed.
No independent research, relying on
recommended readings.
No evidence of literature being
consulted, or irrelevant to the topic.
Literature is presented uncritically, in
a purely descriptive way.
Literature is used throughout. As a
result, the work may appear
authoritative.
Grammar and spelling mainly
accurate.
The tone and style of writing are
informal or conversational.
Meaning apparent, but language not
always fluent.
Meaning unclear as grammar and/or
spelling contain frequent errors.
Grammar and/or spelling contain
errors.
Disorganised or incoherent writing.
Inappropriate vocabulary, style or
tone for professional writing.
Fluent, professional style and tone of
writing.
No proof reading errors.
A clear understanding of the learning
outcomes achieved from the
assignment.
The ability to:
 discuss the personal
learning outcomes
from the assignment
Evidence of independent research.
/2.5
Understands the learning outcomes
achieved.
Confidently evaluates the strengths
and weaknesses of own work.
Provides a succinct evaluation of the
strengths and weaknesses of own
work.
Identifies specific areas of knowledge
and skills to be developed further.
Identifies areas for further
development of knowledge and skills.
Recognises the overall learning
outcomes, but is not clear about
further development.
Comments generally on the quality of
own work.
Begins to recognise own strengths and
weaknesses, but lacks confidence in
reflecting on own learning and quality
of work submitted.
Inability to meaningfully undertake
the process of self evaluation.
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quality of academic
work
TOTAL
/40
COMMENTS
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